B1. Active Participation
Specific Expectations
Active Participation
B1.1
actively participate according to their capabilities in a wide variety of program activities (e.g., individual, small-group, and large-group activities; movement and rhythmic activities; dance; outdoor activities on the land) [A1.3 Motivation, 1.5 Self]
- Teacher prompt: “In the next ten minutes, you will have the opportunity to go to three different fitness stations. Think about what stations you will choose to visit.”
- Student: “I am going to pick two stations that connect to my fitness goals and one for fun. I am going to go to the exercise band station because I need to work on my arm strength. I am going to go to the stability ball station because I am working on my core strength and balance. I’m going to pick skipping as my third station because my friend and I are having a contest to see who can skip rope the longest without stopping.”
B1.2
demonstrate an understanding of factors that contribute to their personal enjoyment of being active (e.g., being able to adapt activities to suit individual needs and preferences; having a choice of activities and choices within activities; being comfortable with the activities, both socially and emotionally; being able to take part in activities in a natural environment; being able to take part in activities that are culturally relevant), as they participate in a diverse range of physical activities in a variety of indoor and outdoor environments [A1.1 Emotions, 1.3 Motivation, 1.5 Self]
- Teacher prompt: “In class, we play in different groups to experience working with different people who have different skill levels. What kinds of groups do you find most comfortable to participate in?”
- Student: “I’m comfortable playing with people who are at my skill level, but I also like playing with people who are better than I am, because it gives me a good challenge and I can learn from playing with them.”
- Teacher prompt: “Activities are more enjoyable when you can play at a level that is challenging but still not too difficult. How does this badminton activity do this?”
- Student: “With this activity, you can choose to serve the shuttle from any of three lines. If you choose the distance that allows you to get the shuttle over the net most of the time and into one of the three areas marked on the floor with pylons, then you are choosing the distance that is not too easy and not too hard.”
B1.3
demonstrate an understanding of factors that motivate personal participation in physical activities every day (e.g., gaining health benefits, including release from stress; having interpersonal interactions; becoming more independent in daily living activities; experiencing personal enjoyment), and explain how these factors can be used to influence others (e.g., friends, family, members of the community) to be physically active [A1.1 Emotions, 1.3 Motivation, 1.4 Relationships, 1.6 Thinking]
- Teacher prompt: “How can your participation in physical activity have an impact on others?”
- Students: “By being active, you can be a good role model and influence others. At school I am a fitness buddy for a Grade 2 student. Our classes get together and we help the younger students participate in physical activities.” “Sometimes just by participating, you can motivate others to join you. Because I play water polo, my younger sister wants to try it.” “On the weekends when I go for a bike ride, my father often comes with me. He might not go out on his own if I were not going.”